A Case Study of Gifted Education Learning Support for the Most Able Students. Get Case Study Assignment Services, Case Study Analysis Help & Case Study Writing Help from PhD/MBA Experts at cost-effective rates? Acquire HD Quality research work with 100% Plagiarism free content. This case study of Scott was part of a larger research project that explored why students with disabilities and academic giftedness were not being identified nor served in Australian schools.

Assignment Details:

Topic :: Learning support for the most able students

Document Type :: Research Paper

Subject :: Education

Deadline :*: As Per Required

Number of Words :: 4000

Citation/Referencing Style :: Havard

Description :: I am supposed to discuss about the learning supports provided for the most able students

A CASE STUDY OF GIFTED EDUCATION

Introduction

The purpose of this study was to investigate and study the importance of educational supports ans service options to meet the needs of the most talented students.

In every school, there are students with a range of abilities and it is important to recognise that the most able or gifted students are individuals who, as with all other students, have the right to an education that is suited to their particular abilities and needs. Therefore, the main goal in every school or college should be to create the right opportunities with provision to help these students in the classroom. Intervention with the use of varied teaching approaches is also essential for this specific group of students to achieve their potential.

In 2013, Ofsted published a report suggesting that schools and academy should help the most able students to flourish and leave schools with the best qualifications by providing first-rate opportunities to develop the skills, confidence, and attitudes needed to succeed. Schools have the responsibility to provide for children the support to unlock their potential (Nick Gibb, 2018); and teachers are in the position to advance their talents and maximize their educational outcomes. Bailey et al (2008) argued that there is no single strategy that will work with the most able students all of the time, and they believed that there is a need for personalized and differentiated provision for this group of students.

The aim of this study is to identify and discuss school practice in relation to support for the students in secondary schools. However, the study will focus specifically on learning provision for pupils who are capable of high attainment referred to as ‘most able’. Since this paper seeks to identify the provision to help this specific group of students and its efficacy,  it is important to define what is meant by the ‘most able students’.

Although definitions abound in almost infinite numbers. The Department for Education (1999)for instance, defined gifted and talented pupils as children who achieve or have the capability to achieve at a level significantly in advance of their year group; and believed that these children are those who excel only in a specific area (Bates and Munday, 2005,p4).Another definition is stated by David George, the founder President of the National Association for Able Children in Education. He believed that the gifted and the most able children are ‘those with a potential to exhibit superior performance in one area of endeavor (George, 1992, p18)’. On the other hand, Renzulli (2012) argued that the most able students should be defined as advanced students who achieve above-average grades, perform well in various assessment situations, and have higher learning potential (Gunnulfsen et al., 2017). The National Association for Able Children in Education (NACE), however, believed that definition is not really relevant. NACE stressed the need to highlight that the more able learners should be identified at the beginning of each key stage. The top 5% of students in terms of ability at the beginning of a key stage (using key stage 2 results and CAT results for year 7, end of year 9 predictions for year 10, and GCSE results for year 12) are classed as the ‘Most Able’ (MA) and the top 10% ‘Able’ (A.)

RESEARCH QUESTION

Effective learning: what is the provision for the most able students in the classroom?

LITERATURE REVIEW

• to identify whether Boston Spa Academy has effective learning opportunities for the most able students (
• to identify if the school has implemented a written policy and if so to what extent.

The study also will carry out a literature review on the most able education provision in the UK, and will explore different scholar literature, academic journals, books and various research undertaken by different projects.

• the 2013 UK OFSTED report,
• the Sutton Trust report (2012),
• the Times Educational Supplement of 17 June 2011 report, and so on.

In addition to that, this paper will discuss different techniques available in the classroom for the most able children such as :

• Renzulli approach
• Parallel Curriculum Model (PCM)
• Integrated Curriculum Model (ICM)
• Stretch and challenges strategies and so on.

This study is founded on the belief that every child must be encouraged to achieve at the highest level. Therefore, the following are the main research and objectives which are discussed below:

• to investigate the Government written policy for the gifted or the most able children in secondary schools;
• to examine the effective provision and different learning techniques Boston Spa Academy has put in place for the gifted or the most able children;
• to identify various types of learning/support techniques teachers consider for this specific group in the classroom;
• to understand how effective are the techniques.

METHODOLOGY AND RESEARCH DESIGN

This research will be based on both quantitative and qualitative methodologies. Under the quantitative strategy, the data will be gathered through previous researches related to learning support for the most able students in the classroom, the online report, and surveys. While the qualitative strategy will be collected through open-ended questions to find out how teachers identify, use learning techniques and measure the student’s progress.

Questions for further thought

• Do experts and decision-makers believe that supports should be provided for the gifted and most able children?
• To what extent do teachers use various techniques to nurture and teach the most able children in the classroom?
• What is the role of OFSTED and its implication toward most able children learning support?

REFERENCES

Bates J. and Munday S. (2005)Able, gifted and talented. Common international publishing group. New York

Brevik L. M, Gunnulfsen A.E and Renzull J.S (2017) Student teachers’ practice and experience with differentiated instruction for students with higher learning potential

https://doi-org.ezproxy.sunderland.ac.uk/10.1016/j.tate.2017.12.003

George D. (1992) The challenge of the able child. Second edition. David Fulton Publishers/New York

Stephen M. et Warwick I. (2015) Educating the more able student: what works and why?

Sage Publication. Singapore

ISBN: 1473907942, 1473927811, 9781473907942, 9781473927810

Tomlinson C.A, Renzulli J.S., Purcell J. and Burns D (2002)The Parallel Curriculum: A design to develop high potential and challenge high-ability learners. National Association for gifted children. Corwin Press.

Reference ID: #getanswers19120030